Specialist; BTU), ABA Strand BCBA ; Anticipated ; SY

This position is an anticipated vacancy. It is expected to be vacant by 06/30/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long‑Term Substitute if the position does not become vacant by the start of the school year.

The BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS).

Reports to:

Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS.

• Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE.
• Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans.
• Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators.
• Provide case management and liaison with other schools, district, and community-based providers.
• Participate as members of Service Teams and Evaluation Teams.
• Provide consultation and professional development to colleagues.

Accountability for Student Achievement

• Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

Communicating Professional Knowledge

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

Equitable & Effective Instruction

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

Cultural Proficiency

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

Parent/Family Engagement

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

Professional Reflection & Collaboration

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through…